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ERIC Number: EJ1062115
Record Type: Journal
Publication Date: 2013
Reference Count: 34
Study Abroad and the Boomerang Effect: The End Is Only the Beginning
Rexeisen, Richard J.
Frontiers: The Interdisciplinary Journal of Study Abroad, v22 p166-181 Win 2012-Spr 2013
As research on the effectiveness of study abroad programs continues to evolve, the author notes a gradual shift in focus from "Is study abroad effective?" to "What can be done to improve the quality of the study abroad experience?" (e.g., Pederson, 2010; Shaheen, 2004). The author writes that he believes this broadened perspective is a natural consequence of the maturing of assurance of learning programs at institutions of higher education (e.g., AACSB: Eligibility Procedures and Accreditation Standards for Business Accreditation, 2012; Higher Learning Commission (HLC), Criteria for Accreditation, 2012; de Witt, 2010). Refinements in methodology and baseline effectiveness will of course continue to be an important and ongoing body of work (e.g., Anderson and Lawton, 2011; Braskamp et al. 2009; Rexeisen & Al-Khatib, 2009; Vande Berg et al., 2009). The current study adds to the body of literature by addressing a gap in the existing study abroad outcomes assessment literature by focusing on the question of whether the developmental benefits of study abroad endure over time. Findings of the current study add to the body of knowledge that study abroad has a positive impact on the development of cross-cultural sensitivity as measured at the conclusion of the study abroad experience.
Descriptors: Study Abroad, Educational Research, Sensitivity Training, Intercultural Programs, Student Experience, Sustainability, Gender Differences, Rating Scales, Pretests Posttests, Followup Studies, Student Exchange Programs, Program Effectiveness, Program Evaluation, College Students, Foreign Countries
Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)